Susan Cottingham
Terrie Moore
DaLisa Stearns
Robin Naifeh Wendi Sutton
University of Memphis
I am sorry I tried inserting information and apperently erased stuff by mistake, please forgive me. Terrie
Vision: In partnership with our stakeholders, our mission is to provide a high performing learning envionrnment that best prepares our LD students to become involved citizens, innovative thinkers, and lifelong learners in the 21st century.
Inclusion: The Program Purpose
Provides opportunities for students wilth learning disabilities to be educated with same age peers
Enables development of friendships among peers
Helps teachers recognize that all students have strengths
Tier 1 Research-based instructional strategies and reading programs designed to be used with the general education classroom
Adjustments are made in instructional techniques for all students through whole and small group differentiated instruction
Tier 2 Intervention used with a small group of students with similar instructional needs
Frequent and intense focusing on strengthening weakness
Include classroom modifications and accommodations
Designed for use with students who are falling behind
Tier 3 Design for students still having difficulty
Systematic instruction within or outside of the classroom
Frequent and intense
I have a time-line started. I will show it to you this afternoon when we meet at 5. (I know need work on format, just wanted to be sure I had them all down.) International Journal of Whole Schooling http://www.rti4success Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp:www.pbis.org/pbis_resource_detail
_page.aspx?Type=3&PBIS_ResourceID=216.
1. Foundation of Implementation
a. How inclusion will be implemented?
i. Full Inclusion consisting of a 2-year/3 phase plan
1. Phase I Administrative training and support
2. Phase II Educator/Support Staff Training
3. Phase III Student/Parent and Building Staff Training
ii. Co-Teaching
1. General education teacher and Special education teachers will share responsibility for teaching some or all of the students assigned to a classroom (McClesky, Rosenberg, Westling, 2010).
2. Inclusive classrooms will be monitored through weekly lesson plans, walk-throughs by administration, and regular visits by the inclusion specialist.
b. Additional Initiatives
i. Positive Behavior Support (PBS)
PBS is a compilation of effective practices, interventions, and systems change strategies for achieving important social and learning outcomes while preventing problem behavior with all students (Center on Positive Behavioral Interventions and Supports, 2005).
ii. Response to Intervention (RTI)
RTI integrates assessment and intervention within a multi-level prevention system to maximize student achievement using data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence based interventions and adjust the intensity depending on a student’s responsiveness, and identify students with disabilities (National Center on Response to Intervention, 2010).
c. Meeting No Child Left Behind (NCLB) Mandates
i. Central requirements of NCLB relate to accountability and rasing academic expectation.
ii. Achievement scores of students classified in special education are part of the overall assessment of a school’s performance indicating whether the school met adequate yearly progress (AYP)(Peterson, Liu, Goodvin, Hummel, Nance, 2008).
iii. Greater emphasis on inclusion based on assisiting students with disabilities meet achievement goals through the academic benefits resulting from inclusion.
2. Professional Development
a. Commitment
Administrators and Teachers will committ to three professional development
b.Content
i. Administrators
ii. Teachers
iii. Paraeducators
iv. Support Staff
v.i.Students & Parents
v.. Building Staff
3. Implementation Schedule
a. Phase I – Administrators
i. End of the school year planning for following year
ii.. Overview of inclusion and overall plan
iii. Selection of campus based inclusion team
b. Phase II – Educator Training
i. End of school year
ii.. Overview of inclusion and overall plan
iii. Summer Professional Development
iv. Beginning of the school year training
c. . Phase III – Inclusive Practices Begin
References (I know need work on format, just wanted to be sure I had them all down.)
J. Patterson, F. Liu, S. Goodvin, C. Hummel, E. Nance. September, 2008. An appreciative inquiry into the circle of friends program: The benefits of social inclusion of students with disabilities. International Journal of Whole Schooling. Vol, 4. No. 2.
Essential components of RTI-A closer look at response to intervention. National Center on Response to Intervention. April 2010. Retrieved from http://www.rti4success.
org/images/stories/pdfs/rtiessentialcomponents_042710.pdf
Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp://www.pbis.org/pbis_resource_detail
_page.aspx
Implementing Inclusive Practices
Susan Cottingham
Terrie Moore
DaLisa Stearns
Robin Naifeh
Wendi Sutton
University of Memphis
I am sorry I tried inserting information and apperently erased stuff by mistake, please forgive me. Terrie
Vision: In partnership with our stakeholders, our mission is to provide a high performing learning envionrnment that best prepares our LD students to become involved citizens, innovative thinkers, and lifelong learners in the 21st century.
Inclusion: The Program Purpose
Provides opportunities for students wilth learning disabilities to be educated with same age peers
Tier 1 Research-based instructional strategies and reading programs designed to be used with the general education classroom
Adjustments are made in instructional techniques for all students through whole and small group differentiated instruction
- Tier 2 Intervention used with a small group of students with similar instructional needs
Frequent and intense focusing on strengthening weaknessInclude classroom modifications and accommodations
Designed for use with students who are falling behind
- Tier 3 Design for students still having difficulty
Systematic instruction within or outside of the classroomFrequent and intense
I have a time-line started. I will show it to you this afternoon when we meet at 5.
(I know need work on format, just wanted to be sure I had them all down.)
International Journal of Whole Schooling
http://www.rti4success
Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp:www.pbis.org/pbis_resource_detail
_page.aspx?Type=3&PBIS_ResourceID=216.
1. Foundation of Implementation
a. How inclusion will be implemented?
i. Full Inclusion consisting of a 2-year/3 phase plan
1. Phase I Administrative training and support
2. Phase II Educator/Support Staff Training
3. Phase III Student/Parent and Building Staff Training
ii. Co-Teaching
1. General education teacher and Special education teachers will share responsibility for teaching some or all of the students assigned to a classroom (McClesky, Rosenberg, Westling, 2010).
2. Inclusive classrooms will be monitored through weekly lesson plans, walk-throughs by administration, and regular visits by the inclusion specialist.
b. Additional Initiatives
i. Positive Behavior Support (PBS)
PBS is a compilation of effective practices, interventions, and systems change strategies for achieving important social and learning outcomes while preventing problem behavior with all students (Center on Positive Behavioral Interventions and Supports, 2005).
ii. Response to Intervention (RTI)
RTI integrates assessment and intervention within a multi-level prevention system to maximize student achievement using data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence based interventions and adjust the intensity depending on a student’s responsiveness, and identify students with disabilities (National Center on Response to Intervention, 2010).
c. Meeting No Child Left Behind (NCLB) Mandates
i. Central requirements of NCLB relate to accountability and rasing academic expectation.
ii. Achievement scores of students classified in special education are part of the overall assessment of a school’s performance indicating whether the school met adequate yearly progress (AYP)(Peterson, Liu, Goodvin, Hummel, Nance, 2008).
iii. Greater emphasis on inclusion based on assisiting students with disabilities meet achievement goals through the academic benefits resulting from inclusion.
2. Professional Development
a. Commitment
Administrators and Teachers will committ to three professional development
b.Content
i. Administrators
ii. Teachers
iii. Paraeducators
iv. Support Staff
v.i.Students & Parents
v.. Building Staff
3. Implementation Schedule
a. Phase I – Administrators
i. End of the school year planning for following year
ii.. Overview of inclusion and overall plan
iii. Selection of campus based inclusion team
b. Phase II – Educator Training
i. End of school year
ii.. Overview of inclusion and overall plan
iii. Summer Professional Development
iv. Beginning of the school year training
c. . Phase III – Inclusive Practices Begin
References
(I know need work on format, just wanted to be sure I had them all down.)
J. Patterson, F. Liu, S. Goodvin, C. Hummel, E. Nance. September, 2008. An appreciative inquiry into the circle of friends program: The benefits of social inclusion of students with disabilities. International Journal of Whole Schooling. Vol, 4. No. 2.
Essential components of RTI-A closer look at response to intervention. National Center on Response to Intervention. April 2010. Retrieved from http://www.rti4success.
org/images/stories/pdfs/rtiessentialcomponents_042710.pdf
Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp://www.pbis.org/pbis_resource_detail
_page.aspx